Sight Word Bingo Game Analysis

Next, I observed the standards, differentiated instruction, and the phonemic and phonics lessons in the class. The essential questions and standards are listed in the front of the classroom but are never referred to. I think that differentiation is a big part of this class, especially because of the number of students with individualized education plans. During lessons, the entire class will meet around the rug for instructions and introductions. After the class is given instructions, most students will work independently and there will be one or two groups that work with Ms. Dunlap or her teacher’s aide for guided practice. The majority of the lessons include hands-on activities, such as cutting examples of noun and verbs out of a magazine, using blocks to measure student’s heights, and songs that emphasize parts of speech. While I observed I also saw some phonemic awareness lessons. These are lessons that focus on individual sounds of letters and the structure of the words and letters. I think that this class had a wide variety of reading levels. Some students did very well, but others could not write their names yet. The class met on the rug for phonemic lessons, and Ms. Dunlap would use a book that had tons of activities. The book includes different activities that make students find the sounds in words, substitute sounds to make new words, blend sounds to form words, and to take apart words to find the sounds. Ms. Dunlap

This game is a number computation game and has rules like any other games. It became a very important game to me. In the process of playing this game, I acquired the skill to count in numbers, self- discipline, and self-control. Also interacting with other children assisted me to learn good social relationships, and social norms. (Fletcher et.al., as cited in Berk, 2007).

Ralph Ellison’s “King of the Bingo Game” was first published in the literary journal Tomorrow in November, 1944 ("King of the Bingo Game”). “The story is customarily examined as a prototype for Ellison’s novel Invisible Man,” but the work was based on his own experience ("King of the Bingo Game”). Ralph Waldo Ellison is a famous American novelist and his novel Invisible Man won the National Book Award in 1953 ("King of the Bingo Game”). The story takes place in a Bingo Hall up North during the great Migration, in the 1940s (Ellison 242). The story belongs to the satire genre using the third person point of view. The tone of the whole story is sad. Ellison uses characters and symbolism to explore the theme of the hopelessness of people in front of their destiny and the discrimination of the African Americans in the unequal society of America in the 1940s.

315-317) was used throughout the lesson in order to give the students an example of how to use the strategies that were taught. Before children would work on assignments alone, the teacher would model exactly what is expected of them, and keep examples of what was modeled during the lesson so the students could look back to it if they need to. Read-alouds (Cooper, 2015, p. 37) were used in this lesson to really help children to focus on certain topics of the text. “Sometimes the best way to help children understand a particular piece of text is to read it aloud to them and discuss it with them” (Cooper, 2015, p. 37). Think-alouds (Cooper, 2015, p. 30) were incorporated into this lesson when trying to explain how to use the strategy of character mapping. Think-alouds are a great way to explain to students how to use a specific skill or strategy so that they can have a better time comprehending it. Semantic maps (Cooper, 2015, p.83) were used in this lesson for brainstorming ideas from the text to later reference when making illustrations and creating short responses to the text. This strategy is also a great tool for second-language-learners because it helps to narrow down the specific parts in the text to help create more details of the topic being taught. Cooperative “popcorn” sequencing(Annenburg Learner, 2015) was used in the lesson to allow a variety of students to participate in the

Before attending a theatrical performance, one would want to gather information about it first. They would want to know who wrote it, a brief description, and if it is good. While attending the performance, one becomes part of a temporary community to see if his or her research was accurate. Afterwards, they may want to analyze the performance they saw. It all comes together for writing a good review for the performance.

A list of questions regarding each of the core tenets will begin the BINGO game. The speaker will read one question relating to the core tenets. Parents will raise his or her hand to answer the question. The presenter will continue to call on parents until a correct response has been given. The parents will place a colored chip on the square if the correct answer is written inside the square. There will be more questions asked than the number of squares on the BINGO cards. The winner of the game must have colored chips in all squares going across,

Read the poem “Five green and speckled frogs”. Read it once out loud with them. Then pass out the little cards paper clipped together to random students. Have them find the words that match the sounds in the poems.

Direct phonics instruction, word walls, word sorts, making words, manipulative letters, picture clues, songs, poems, rhymes

Bingo Halls everywhere are filled with interesting characters who are completely immersed into this subculture.For some a Bingo Hall is just a form of recreation but for others it is a way of life. Once a game only played by little old ladies the Bingo of today is a game for young and old alike. The once boring slow game is now a fast paced exciting game where players play multiple cards, smoke, converse, philosophize, eat, and even read as they play.If regular Bingo players have anything at all in common it is their ability to find any given number very quickly. This is a skill not very useful in the real worldbut essential to the game of Bingo.Because of the gambling nature of the game -Bingo has said to very addictive. In any given hall many "bingoholics" can be found.These are people who not only love to gamble but also those who just plain love the gameand who in turn structure their whole lives around the times bingo games are played.For a game that was once used as an educational tool and has been credited with driving a mathematician crazy (coming up with different combinations of number for cards)Bingo has become all consuming to so many

The speaker will read one question relating to these core tenets. Parents will raise his or her hand to answer the question. The presenter will continue to call on a parent to answer the question until a correct response is given. The parents will place a colored chip on the grid if they have the correct answer on their grid. There will be more questions asked than squares listed on the BINGO cards. The winner of the game must have colored chips in all squares filled either across, diagonal, or in each of the four corners of the BINGO card. When a parent fills the required squares they say BINGO. To ensure fairness, a BINGO answer sheet will be placed on a screen so parents check his or her BINGO sheet for accuracy.

For this lesson they sat on the carpet in a circle. Mrs. Barger gave them the directions of hands in lap and crisscross. The students followed along right away. Mrs. Barger had the class sing a song called Vowel Bat which helped them work on the vowel sounds. As they were singing the song the students were supposed tap in their office on the vowel whose sound they were hearing. Next, they played a game prior to them playing the game Mrs. Barger had them all stand up and wiggle high, middle, and low a few times and then it was time to begin. The game that they played was simple but the students really enjoyed it. The students were supposed to hide the pom-pom under one of the cups with a vowel written on it. Another student covered their eyes and then had to guess which one it was under and they have to say the correct vowel sound. The rules were discussed as a class such as no cheating, not laughing if someone gets it wrong, and that only Mrs. Barger will be the teacher. As the class was playing the game one girl said the wrong sounds and knew immediately after she said it that it wasn’t the right sound. She then corrected

“Let me help you, ma’am; all you need to do is match the number on your bingo board with the number I call out. Whenever you have a match, just put this little red chip on top of it. And of course, don’t forget to say ‘Bingo!’ when you have a line of five red chips.” After providing this instruction, I smiled at the lady and reflected on my work. As I was teaching that eighty-year-old woman how to play bingo, she, along with many other seniors, was teaching me how to live a fulfilling life.

Since my tutee is young, I chose the Phonics Fish game to use during tutoring for the week. I chose this activity because it seems to be very engaging and the tutee is having fun while he is learning. It is a great review activity that will help my tutee use their growing visual awareness of phonics sounds and patterns to conduct word families. Since my tutee has trouble with fluency because he wants to sound out almost every word before he reads it, this will help when he comes to a word that he may not know, he can look to see if it belongs to a word family word that he does know.

Objective: Students will listen for a word then cover the correct picture when playing vocabulary bingo.

Set: Teacher will have a display of 20 sight words on the board. Teacher will begin to sing a sight word chant that she made up. Students will be introduced to the sight words after hearing the chant.